ERIC Number: EJ1085564
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 48
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Conklin, Hilary G.; Hughes, Hilary E.
Journal of Teacher Education, v67 n1 p47-60 Jan-Feb 2016
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers' lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Descriptors: Qualitative Research, Case Studies, Teacher Educators, Teacher Education, Experience, Student Attitudes, Preservice Teachers, Social Justice, Social Studies, Secondary School Students, Critical Theory, Interpersonal Relationship, World Views, Altruism
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois; Virginia